Games for boys: a qualitative study of experiences with commercial off the shelf gaming

Engerman, Jason A.; MacAllan, Monique; Carr‐Chellman, Alison A.

doi:10.1007/s11423-017-9548-8

Cited by 13 publications

(9 citation statements)

References 30 publications

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“…Technology has been shown to facilitate the development of higher-order thinking skills in learning (Engerman et al 2018 ). However, in general, schools have failed to take advantage of this by incorporating adequate use of technology into their practices (Olszewski and Crompton 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Taking critical thinking, creativity and grit online

Nussbaum

Barahona

Rodríguez

et al. 2020

Education Tech Research Dev

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Section: Introductionmentioning

confidence: 99%

Taking critical thinking, creativity and grit online

Nussbaum

Barahona

Rodríguez

et al. 2020

Education Tech Research Dev

View full text Add to dashboard Cite

“…Results may thus be counterproductive and demotivating to the end-user because it is not aligned with their needs, and it will be like imposing something on teachers so it could no longer be conducive to a healthy learning environment. The concept of value addition and creation of new knowledge is of prime importance when it comes to dealing and chalking out a research design (Engerman, MacAllan, & Carr-Chellman, 2017).…”

Section: Methodsmentioning

confidence: 99%

Developing Secondary School Teachers’ Positive Attitude towards Reflective Teaching: A Collaborative Action Research Study

Fahli

Muhammad

Anis

2020

ojs

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The purpose of this collaborative action research study was to develop reflective teaching practice through focus group discussions as a form of reflection conversations with nine chosen secondary school teachers in a private school. For data collection, two self-constructed open-ended questionnaires were used in this study: one before the focus group discussions and the second after the focus group discussions. Focus group discussions were held with teachers teaching English language, Urdu language, Science, Social Studies, Pakistan Studies. Focus group discussions were audiotaped and then transcribed for coding and thematic analysis. Based on that analysis, certain inferences were finalized. Professional development experience was found to be useful as participants accepted this new concept of reflective teaching with alacrity both for their development and the development of their students as well. Most of the participants described reflective teaching as beneficial to analytical skills as due this they could analyze performance and determine to be better in the future. In addition, they were of the view that it could also help develop the analytical skills of students. It is hoped that the participants’ detailed descriptions in this study will guide the selected school towards enhancing the performance of teachers in the form of better learning goals and students’ grooming so that they could be well prepared for a higher level of education and then professional education in the long run.

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“…Fortunately, we found some significant themes and trends based on self-report interviews and observations, particularly around 21st Century Learning outcomes and literacy learning outcomes. Two broad areas of positive outcomes are grit development and literacies (Engerman & Carr-Chellman, 2014;Engerman, MacAllan, & Carr-Chellman, 2018;Yan et al, 2017).…”

Section: Third Gearmentioning

confidence: 99%

Games to Learn: An Update from 2010

Carr‐Chellman

2019

Issues and Trends in Educational Technology

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This paper represents an update on my thoughts about gaming for learning 8 years after my TED talk (see https://www.ted.com/talks/ali_carr_chellman_ gaming_to_re_engage_boys_in_learning) and after several longitudinal studies conducted (mostly with Dr. Jason Engerman). These ideas have evolved for me significantly, and this paper represents an opportunity to give an overview of what gaming to learn is, how we can, as a field, use games for learning, and update the basic understandings of games to learn, bringing research findings to bear on these foundations.

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Games for boys: a qualitative study of experiences with commercial off the shelf gaming

Cited by 13 publications

References 30 publications

Taking critical thinking, creativity and grit online

Taking critical thinking, creativity and grit online

Developing Secondary School Teachers’ Positive Attitude towards Reflective Teaching: A Collaborative Action Research Study

Games to Learn: An Update from 2010

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